Self-service system for education
An adaptive system enables providers to customize educational objects and support services to maximize user engagement. The system is a self-service system for education for providers that includes a learning environment with interfaces for stakeholders, metrics for measuring the level of user engagement, and a customizable service configured to maximize user engagement. The system may operate in many domains, such as higher education, retail, government, test preparation and certification services, negotiations, and others.
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1. Field of the Invention
This invention relates generally to the field of education and to providing customized support services to learners and presenters. More specifically, the invention relates to the use of biometric, non-biometric and system data to inform the selection and execution of support services which maximize user engagement metrics and to enabling providers to negotiate service level agreements based on these metrics. This invention is applicable to many fields, including the fields of education, distance learning, teacher coaching and certification, on the job training, test preparation and certification, collaboration, e-government, accessibility, negotiations and trading.
2. Description of Related Art
Providers of educational and collaborative infrastructures and services to higher education institutions, retail chains, governments, and other organizations are experiencing increased customer expectations and the entry of new competitors, thus leading to increased customer choices. There is a need to meet these challenges in the higher education domain, the retail domain, the government domain, the test preparation and certification services domain, and the negotiations domain.
In the higher education domain, financial pressures fueled by declines in government support along with continuing tuition increases and declining endowments, along with greater demands for student performance, have led to an increased focus on operational effectiveness and efficiency. One consequence of these pressures is a change in the criteria used to select private technology partners, with preference being given to those providers who can best help higher education institutions lower their cost structures by enabling a more flexible and responsive IT infrastructure. Higher education is experiencing new competitors and players, leading to more student choice. Changes in the demographics of learners and their need for support services have positioned a college's learner support services as a strategic competitive advantage rather than an expense. Current systems for coaching weak instructors and for providing customized instructor and learner support services are labor intensive, costly, and often not implemented rapidly enough for maximum effectiveness.
In the retail domain, competitive pressures are driving such innovations as self-checkout and experiments in cost effectively providing customized e-learning “on the fly” to relatively low paid sales associates concerning the features and benefits of new products while at the same time improving their job satisfaction and reducing high turnover. The trend towards the on demand dynamic reallocation of retail shelf space to enable the increased use of dynamic promotions increases the need to provide retail sales associates with on-demand training. Current systems for sales associate training are not customized for their individual's learning needs and rely on centrally located classroom or computer based training facilities or large fixed kiosks.
In the government domain, budgetary pressures combined with increased citizen expectations for customer centric transactions and competition between municipalities, states, and countries to attract businesses which will employ citizens and pay taxes are driving e-government initiatives in which technology is a significant enabler. Current e-government initiatives are generally confined to access to information portals and one way messaging, with the goal of facilitating on-demand cross-agency collaboration dependent on transformations in business models, infrastructure and culture. An important aspect of infrastructure transformation involves the integration of private sector partners to support two way citizen centric collaboration infrastructures for multiple purposes including virtual town hall meetings and the delivery of customized support services from multiple agencies while respecting citizen privacy.
In the test preparation and certification services domain, competitive pressures are forcing meta-providers to offer a money back guarantee or an option to repeat the course without additional charge, regardless of whether the learning is delivered in individual or group contexts, in physical or virtual classrooms or self study, and whether the learning is delivered by live teachers, software programs, or some combination thereof. Providers and meta-providers of test preparation and certification services are faced with the necessity of pricing their offerings competitively, along with the above mentioned guarantees, while needing to accommodate situations where customers expect the providers and/or meta-providers to incur extra expenses to insure success in passing the relevant test.
In the negotiations domain, rapidly changing market conditions and shortened product lifecycles have increased the pressure to successfully conclude negotiations with customers, partners and suppliers by quickly building rapport. Techniques for using non-verbal communication to keep negotiations focused on solutions rather than demands are well known in the negotiations field. Current negotiations simulators, however, are generally directed to providing coaching in the correct cognitive responses to specific offers but do not provide feedback on the effectiveness of non-verbal communications in maintaining rapport.
One important aspect of providing effective learner or citizen centric services is maintaining a high level of user engagement with the task. Currently there are previously disclosed techniques for separately or in combination monitoring and evaluating biometric, non-biometric and user device data for purposes such as user identification and the assessment of user alertness, mood, and efficiency in achieving a goal. Suggested interventions, based on the variety of metrics generated from the monitoring, include keeping users awake and suggesting various courses of action, such as a more efficient task procedure for users to follow or modifying the content and pace of a teacher's lesson.
Other previously disclosed techniques seek to recognize the affective and emotional state of the learner and respond in an appropriate manner, modeling an expert teacher or collaborator, to keep exploration going in model based subject areas, such as science, math, engineering or technology.
While such systems address various aspects of user task performance and mood, and suggest various interventions, what is needed is a comprehensive end-to-end system, which enables providers to integrate previously disclosed monitoring and intervention techniques with previously disclosed information technology infrastructures, electronic learning environments, and electronic marketplace infrastructures to deliver on-demand services based on service level agreements with stakeholders in a variety of domains that involve learning and collaboration.
BRIEF SUMMARY OF THE INVENTIONThe present invention has many aspects and is directed to an adaptive system to enable providers to customize educational objects and support service to maximize user engagement that fulfills the above needs and more.
One aspect is a self-service system for education for providers, which comprises: a learning environment and at least one metric. The learning environment has a plurality of interfaces for a plurality of stakeholders. The metric is for measuring a level of user engagement with the learning environment. A provider offers a customizable service configured to maximize the user engagement with the learning environment, using the metric.
In some embodiments, the stakeholders are as follows: a user, a provider, a meta-provider, a sponsor, or any combination thereof. In some embodiments, the user is as follows: a student, a teacher, a group of students, a group of teachers, an individual employee, a department, a company, a citizen, a geopolitical group, or any combination thereof. In some embodiments, the provider offers the customizable service directly to the user. In some embodiments, the provider offer the customizable service to a meta-provider. In some embodiments, the meta-provider aggregates the customizable service of at least one provider for delivery to at least one user. In some embodiments, the customizable service is as follows: a playback of a live presentation, a computer-based training program, an animation, a simulation, a game, a language translator, or any combination thereof. In some embodiments, the sponsor authorizes delivery of at least one educational object or at least one support service and changes by a provider, on behalf of at least one user. The sponsor is as follows: a corporate buyer, a university, a governmental entity, or any combination thereof. In some embodiments, the stakeholders are physically co-located. In some embodiments, the stakeholders are accessible via at least one network-based technology. In some embodiments, the network-based technology is as follows: web conferencing, video conferencing, teleconferencing, text chat, or a virtual collaboration technology. In some embodiments, the interfaces include at least one interface for providing at least one educational object to the user. In some embodiments, the education object is configurable to maximize the user engagement. In some embodiments, the configuration is performed consistent with user privacy preferences. In some embodiments, the interfaces include at least one interface for providing at least one support service to the user. In some embodiments, the support service is configurable to maximize the user engagement. In some embodiments, the configuration is performed consistent with user privacy preferences. In some embodiments, the metric is based on data that is biometric, non-biometric, device, distraction, or focus. In some embodiments, the data is collected consistent with user privacy preferences. In some embodiments, the metric is measured for a category that is: a group of users in a specific course, a department, a job classification, a specific providers, a meta-provider, or any combination thereof. In some embodiments, the system also includes at least one service level agreement between any combination of stakeholders, where the service level agreement is based on the metric. In some embodiments, the system also includes a plurality of electronic connections between information technology infrastructures of any combination of the stakeholders and an online marketplace to facilitate negotiations for the service level agreement. In some embodiments, the electronic connections between information technology infrastructures of any combinations of stakeholders enables the user access to the learning environment of a sponsor. In some embodiments, the user access is provided by a mechanism, such as the sponsor's intranet, the sponsor's portal, or the user's electronic workplace. In some embodiments, the service level agreement results from negotiations based on at least one auction. In some embodiments, the auction is conducted in whole or in part by at least one software agent. In some embodiments, the system also includes a delivery platform having a portal through which different workspaces and user interfaces of the self service system can be displayed and operated on one or more user and provider devices. In some embodiments, the user and provider devices are as follows: a PDA, a cellular phone, a tablet computer, a laptop computer, a desktop computer, or a workstation. In some embodiments, the portal provides a consistent and coherent user experience.
Another aspect is a method for providing a self-service system for education. A learning environment is provided that has a plurality of interfaces for a plurality of stakeholders. At least one metric that indicates a level of user engagement with the learning environment is measured. The provider is enabled to offer a customizable service configured to maximize the user engagement with the learning environment, using the metric.
In some embodiments, the learning environment is monitored and any changes in status data associated with the learning environment are collected. In some embodiments, the learning environment includes at least one of the following items: a user, an educational object, a support service, an individual, an aggregated user engagement metric, a performance against a service level agreement, a cost incurred, a charge assessed by a stakeholder, a charge against the stakeholders, and any combination thereof. In some embodiments, there is a plurality of items and at least one relationship is provided between at least two of the items for stakeholder analysis and decision making. In some embodiments, a change to the educational object for a group of users who share a learning environment is recommended. In some embodiments, the educational object is as follows: a text, a multimedia presentation, a training session, a training manual, an audio clip, a video clip, a web site, a corporate web site, a government web site, a course, a qualification course, a course in a degree program, or any combination thereof. In some embodiments, the change to the educational object is as follows: a volume, a color, a contrast, a tone, a voice, a teaching style, a subject matter, a quiz, a question, a work flow, a pace, an educational complexity, an educational sophistication, a level of detail, a level of animation, an insertion of a break, a sensory stimulant, or any combination thereof. In some embodiments, the sensory stimulant is as follows: a joke, a scream, a burst of air, a mouse vibration, a keyboard vibration, an aroma, a music selection, a timbre, an amount of bass, an amount of treble, a blinking, a gender of a live teacher, an ethnicity of a live teacher, a vocal accent of a live teacher, an appearance of a live teacher, a gender of a simulated teacher, an ethnicity of a simulated teacher, a vocal accent of a simulated teacher, an appearance of a simulated teacher, or any combination thereof. In some embodiments, a change to the support service for a group of users who share a learning environment is recommended. In some embodiments, the support service is as follows: an information transmission, a text summarization, a language translation, a technical glossary, a capture and replay of live presentations, or any combination thereof. In some embodiments, the change to the support service is as follows: adding one of the support services, removing one of the support services, modifying one of the support services, changing a start of one of the support services, changing a stop time of one of the support services, changing an intensity of one of the support services, changing a duration of one of the support services, or any combination thereof. In some embodiments, teacher performance ratings are based in whole or in part on performance against at least one service level agreement. In some embodiments, teacher compensation is based in whole or in part on performance against at least one service level agreement. In some embodiments, the metric is based on data selected one of the following: biometric data, non-biometric data, device data, distraction data, or focus data. In some embodiments, the biometric data includes behavior, speech and gestures. In some embodiments, the biometric data is as follows: heart rate, breathing rate, body temperature, brain waves, blood pressure, blood composition, disease state, pupil dilation amount, iris size, eye gaze and focus, eye movements, voice quality assessment in a speech recognition system, facial expression, degree of movement, repetition of movement, an indicator of arousal, an indicator of emotion, a shift in body position, a fidgeting movement, or any combination thereof. In some embodiments, the non-biometric data is as follows: degree of multitasking, efficiency of task performance, number of non-learning task related windows open, changes in grammar, spelling proficiency, or any combination thereof. In some embodiments, the device data is as follows: processor speed, memory capacity, system load status, network bandwidth, network transmission speed, overall response time of tools for a user, or any combination thereof. In some embodiments, the focus data is as follows: a time spent on a web page related to a presentation, a cursor movement on a presentation, a selection of an input on a presentation, a scroll time on a presentation, or any combination thereof. In some embodiments, the distraction data is as follows: a time on a web page that is not related to a presentation, an exchange of email with another student, an instant message with another student, a gaze out a window, a decreased typing speed, a lack of mouse motion, talking on a phone, talking to another, an incorrect response, a slow response, an inappropriate response, or any combination thereof.
Another aspect is a computer readable medium, such as a compact disk (CD) having executable instructions stored thereon to perform a method of providing a self-service system for education. A learning environment having a plurality of interfaces for a plurality of stakeholders is provided. At least one metric that indicates a level of user engagement with the learning environment is measured. A provider is enabled to offer a customizable service configured to maximize the user engagement with the learning environment, using the metric.
In some embodiments, one of the interfaces receives a selection of the metric from the following categories: biometric, non-biometric, user device, focus and/or distraction data to be used in determining the metric. The interfaces receive a relative importance of each selected category. In some embodiments, an organization restricts a user's choices of categories of providers and/or meta-providers, specific providers and meta-providers. In some embodiments, this restricting is performed regardless of the provider. In some embodiments, this restricting is performed based on one of the following criteria: cost, privacy, intrusiveness, or any combination thereof. In some embodiments, an organization restricts educational object and/or support service choices and changes. In some embodiments, this restricting is performed regardless of the provider. In some embodiments, this restricting is performed based on one of the following criteria: cost, privacy, intrusiveness, or any combination thereof. In some embodiments, the learning environment has one of the following domains: learning, training, education, teacher preparation, teacher certification, teacher presentation skills coaching, or any combination thereof. In some embodiments, the learning environment is in a form of collaboration with at least one colleague. In some embodiments, a purpose of the collaboration is one of the following: learning, business strategy, business tactics, business use, personal use, negotiation, trading, or any combination thereof.
These and other features, aspects, and advantages of the present disclosure will become better understood with reference to the following description, appended claims, and drawings where:
In the first activity 100, a sponsor identifies the need for user engagement metric driven objects and services to support learning or collaboration in one of the domains covered by the invention and uses an online marketplace, including auctions, to locate a meta-provider with whom they negotiate a service level agreement (SLA) based on aggregate user engagement metrics for a subject population of users.
In the second activity 102, the selected meta-provider identifies the needed objects and services and uses an online marketplace, including auctions, to locate one or more providers for these objects and services. The meta-provider negotiates a contract with each provider which covers many terms, including target costs, availability, network performance, and the degree to which objects or services proposed by the providers can be rejected by users.
In the third activity 104, the sponsor may exercise an option of specifying the types of data to be collected on users, consistent with user permission, and any restrictions on the types of objects or services that providers, as directed by the meta-provider, can make available to users.
In the fourth activity 106, the users begin the learning or collaboration activity in one of the domains covered by the present invention after the meta-provider directs the provider(s) to supply the starting set of objects and services designed to achieve the user engagement metrics specified in the service level agreement between the meta-provider and the sponsor.
In the fifth activity 108, the user data is collected, the user engagement metrics are calculated and made visible to the sponsor and meta-provider, compared with the service level agreement, and the system recommends to the meta-provider changes to the objects and services being provided so as to improve or maintain user engagement. The meta-provider directs the provider(s) to supply these modified objects and services and monitoring and modification cycle continues until the conclusion of the learning or collaboration activity.
While problems users encounter in network performance, service availability and frequent rejections of offered changes in objects and services will most likely be reflected in lower user engagement metrics for the users served by the meta-provider, these problems may be important to a sponsor if general user dissatisfaction with the service, even if user engagement metric targets in the service level agreement are achieved, may cause the users to find another sponsor in the future. For example, customers of private test preparation and certification service sponsors, such as those who prepare students to pass the bar exam, expect an overall quality of service from the meta-providers engaged by the sponsor.
One skilled in the art knows that the interfaces shown in
The present invention may be applied in many domains, such as the retail education domain, the government domain, the college education domain, the negotiations domain, and other domains.
With respect to the retail education domain, the user is a retail sales clerk. In this embodiment the sponsor (for example, a retail store chain's management) may elect to use the functionality provided by the interface on
With respect to the government domain, the user is a citizen. In this first embodiment the sponsor is a government municipality and the event being monitored for user engagement metric is a virtual town hall meeting moderated by the mayor and delivered to citizens, individually or in groups in their homes or public spaces, via the interface shown in
In a second embodiment in the government domain, the government has additionally offered each citizen the option to be monitored for only the biometric measures listed in
With respect to the college education domain, the user is a non-tenured college teacher who has agreed to coaching on improving the effectiveness of their teaching methods in order to avoid being fired based on consistent negative student feedback on teaching quality as opposed to positive student feedback on subject knowledge. The sponsor is the university employing the teacher. The university has engaged a meta-provider who has committed via an SLA to maintain or exceed a minimum user engagement metric for each of the poorly performing teachers identified by the university who agree to the monitoring, on the assumption that it is ultimately cheaper to help a teacher maintain their user engagement than to implement interventions for all of their students who are evidencing poor user engagement. Each teacher has agreed to allow all the types of data on
With respect to the negotiations domain, in one embodiment the user is an employee of a corporation who is undergoing training to improve his/her negotiating skills so as to decrease the time they need to build rapport with their negotiating counterparts from business partners. The sponsor is the employee's corporation who has engaged, via an online marketplace noted in
It is to be understood that the above description is intended to be illustrative and not restrictive. Many other embodiments will be apparent to those of skill in the art upon reviewing the above description, such as adaptations of the present disclosure to other markets, such as providers and meta-providers (aggregators) of corporate and university e-learning content, services and infrastructure, providers of corporate and university classroom training, providers of certification examination preparation services, providers of presentation skills coaching services, providers of teacher training and certification programs, providers of collaboration, negotiation and trading environments and infrastructures, and the like. The present disclosure applies to many various types of products, such as systems that provide an e-learning infrastructure including services and content, performance-based systems and simulators for coaching learners, presenters, negotiators or traders, systems for providing collaborative environments, such as software for enabling web conferences, and the like. Various designs using hardware, software, and firmware are contemplated by the present disclosure, even though some minor elements would need to change to better support the environments common to such systems and methods. Therefore, the scope of the present disclosure should be determined with reference to the appended claims, along with the full scope of equivalents to which such claims are entitled.
Claims
1. A self-service system for education for providers, comprising:
- a learning environment which uses biometric, non-biometric and system data to inform the selection and execution of support services which maximize user engagement metrics and enables providers to negotiate service level agreements based on said metrics, said learning environment selected from the group consisting of a user, an educational object, a support service, an individual, an aggregated user engagement metric, a performance against a service level agreement, a cost incurred, a charge assessed by a stakeholder, a charge against said stakeholder and any combination thereof, said learning environment, further comprising a plurality of interfaces for a plurality of said stakeholders, wherein said stakeholders comprise said user and a sponsor that use a first interface and a second interface of said plurality of interfaces, respectively;
- at least one first metric for measuring a level of engagement of said user with said learning environment via said first interface that is collected in a user workspace;
- wherein said sponsor using said second interface accesses said first metric in said user workspace and determines recommended object and/or service changes based on said first metric so as to provide a customizable service configured to maximize said user engagement with said learning environment;
- wherein said user using one of said interfaces other than said second interface accepts said recommended object and/or service changes;
- a list of a plurality of default objects or services presented on said first interface; wherein said user accepts or declines at least one of said default objects or services; wherein said declined object or service is eliminated from future presentations of said list for said user in said learning environment; and
- a further second metric for measuring an effectiveness of said customizable service.
2. The system according to claim 1, wherein other stakeholders of said plurality of stakeholders are selected from the group consisting of: a meta-provider, a provider, and any combination thereof.
3. The system according to claim 2, wherein said user is selected from the group consisting of: a student, a teacher, a group of students, a group of teachers, an individual employee, a department, a company, a citizen, a geopolitical group, and any combination thereof.
4. The system according to claim 2, wherein said provider offers said customizable service to a meta-provider or directly to said user.
5. The system according to claim 1, wherein said user has access to said customizable service via said first interface and said user workspace.
6. The system according to claim 5, wherein said meta-provider aggregates said customizable service of at least one provider for delivery to at least one user.
7. The system according to claim 1, wherein said customizable service is selected from the group consisting of: a playback of a live presentation, a computer-based training program, an animation, a simulation, a game, a language translator, and any combination thereof.
8. The system according to claim 2, wherein said sponsor authorizes delivery of at least one educational object or at least one support service and changes by a provider, on behalf of at least one user, wherein said sponsor is selected from the group consisting of: a corporate buyer, a university, a governmental entity, and any combination thereof.
9. The system according to claim 1, wherein said stakeholders are physically co-located.
10. The system according to claim 1, wherein said stakeholders are accessible via at least one network-based technology.
11. The system according to claim 10, wherein said network-based technology is at least one selected from the group consisting of: web conferencing, video conferencing, teleconferencing, text chat, and a virtual collaboration technology.
12. The system according to claim 1, wherein said plurality of interfaces includes at least one interface for providing at least one educational object to said user.
13. The system according to claim 12, wherein said education object is configurable to maximize said user engagement.
14. The system according to claim 13, wherein said configuration is performed consistent with user privacy preferences.
15. The system according to claim 1, wherein said plurality of interfaces includes at least one interface for providing at least one support service to said user.
16. The system according to claim 15, wherein said support service is configurable to maximize said user engagement.
17. The system according to claim 16, wherein said configuration is performed consistent with user privacy preferences.
18. The system according to claim 1, wherein said metric is based on data selected from the group consisting of: biometric, non-biometric, device, distraction, and focus.
19. The system according to claim 18, wherein said data is collected consistent with user privacy preferences.
20. The system according to claim 1, wherein said metric is measured for a category selected from the group consisting of: a group of users in a specific course, a department, a job classification, a specific providers, a meta-provider, and any combination thereof.
21. The system according to claim 2, further comprising at least one service level agreement between any combination of stakeholders, said service level agreement being based on said metric.
22. The system according to claim 21, further comprising: a plurality of electronic connections between information technology infrastructures of any combination of said stakeholders and an online marketplace to facilitate negotiations for said service level agreement.
23. The system according to claim 22, wherein said electronic connections between information technology infrastructures of any combinations of stakeholders enables said user access to said learning environment of a sponsor.
24. The system according to claim 23, wherein said user access is provided by a mechanism selected from the group consisting of: said sponsor's intranet, said sponsor's portal, and said user's electronic workplace.
25. The system according to claim 21, wherein said service level agreement results from negotiations based on at least one auction.
26. The system according to claim 25, wherein said auction is conducted in whole or in part by at least one software agent.
27. The system according to claim 1, further comprising a delivery platform having a portal through which different workspaces and interfaces of the self service system can be displayed and operated on one or more user and provider devices.
28. The system according to claim 27, wherein said user and provider devices are selected from the group consisting of: a PDA, a cellular phone, a tablet computer, a laptop computer, a desktop computer, and a workstation.
29. The system according to claim 27, wherein said portal provides a consistent and coherent user experience.
30. A method of education that operates in a computer system that comprises a plurality of computers connected to a network, said method comprising:
- providing through a portal of said system a learning environment which uses biometric, non-biometric and system data to inform the selection and execution of support services which maximize user engagement metrics and enables providers to negotiate service level agreements based on said metrics, said learning environment selected from the group consisting of a user, an educational object, a support service, an individual, an aggregated user engagement metric, a performance against a service level agreement, a cost incurred, a charge assessed by a stakeholder, a charge against said stakeholder and any combination thereof, said learning environment, further comprising a plurality of interfaces for a plurality of said stakeholders, wherein said stakeholders comprise said user and a sponsor that use a first interface and a second interface of said plurality of interfaces, respectively;
- measuring at least one first metric that indicates a level of user engagement with said learning environment, using at least said first interface and a first one of said computers;
- collecting said first metric in a user workspace;
- providing said sponsor access to said metric in said user workspace via said second interface and a second one of said computers, wherein said sponsor determines recommended object and/or service changes based on said metric so as to provide a customizable service configured to maximize said user engagement with said learning environment;
- wherein said user using one of said interfaces other than said second interface accepts said recommended object and/or service changes, which, when implemented, can maximize said user engagement with said learning environment;
- presenting a list of a plurality of default objects or services on said first interface; wherein said user accepts or declines at least one of said default objects or services;
- eliminating said declined object or service from future presentations of said list for said user in said learning environment; and
- measuring at least a further second metric that indicates an effectiveness of said customizable service.
31. The method according to claim 30, further comprising: monitoring said learning environment; and
- collecting any changes in status data associated with said learning environment.
32. The method according to claim 31, wherein said learning environment includes at least one item selected from the group consisting of: a user, an educational object, a support service, an individual, an aggregated user engagement metric, a performance against a service level agreement, a cost incurred, a charge assessed by a stakeholder, a charge against said stakeholders, and any combination thereof.
33. The method according to claim 32, further comprising a plurality of said items and providing at least one relationship between at least two of said items for stakeholder analysis and decision making.
34. The method according to claim 32, further comprising: recommending a change to at least one said educational object for a group of users who share a learning environment.
35. The method according to claim 34, wherein said educational object is selected from the group consisting of: a text, a multimedia presentation, a training session, a training manual, an audio clip, a video clip, a web site, a corporate web site, a government web site, a course, a qualification course, a course in a degree program, and any combination thereof.
36. The method according to claim 34, wherein said change to said educational object is selected from the group consisting of: a volume, a color, a contrast, a tone, a voice, a teaching style, a subject matter, a quiz, a question, a work flow, a pace, an educational complexity, an educational sophistication, a level of detail, a level of animation, an insertion of a break, a sensory stimulant, and any combination thereof.
37. The method according to claim 36, wherein said sensory stimulant is selected from the group consisting of: a joke, a scream, a burst of air, a mouse vibration, a keyboard vibration, an aroma, a music selection, a timbre, an amount of bass, an amount of treble, a blinking, a gender of a live teacher, an ethnicity of a live teacher, a vocal accent of a live teacher, an appearance of a live teacher, a gender of a simulated teacher, an ethnicity of a simulated teacher, a vocal accent of a simulated teacher, an appearance of a simulated teacher, and any combination thereof.
38. The method according to claim 32, further comprising: recommending a change to at least one said support service for a group of users who share a learning environment.
39. The method according to claim 38, wherein said at least one support service is selected from the group consisting of: an information transmission, a text summarization, a language translation, a technical glossary, a capture and replay of live presentations, and any combination thereof.
40. The method according to claim 38, wherein said change to said at least one support service is selected from the group consisting of: adding one of said support services, removing one of said support services, modifying one of said support services, changing a start of one of said support services, changing a stop time of one of said support services, changing an intensity of one of said support services, changing a duration of one of said support services, and any combination thereof.
41. The method according to claim 30, further comprising: basing teacher performance ratings in whole or in part on performance against at least one service level agreement.
42. The method according to claim 30, further comprising: basing teacher compensation in whole or in part on performance against at least one service level agreement.
43. The method according to claim 30, wherein said at least one metric is based on data selected from the group consisting of: biometric data, non-biometric data, device data, distraction data, and focus data.
44. The method according to claim 43, wherein said biometric data includes behavior, speech and gestures.
45. The method according to claim 43, wherein said biometric data is selected from the group consisting of: heart rate, breathing rate, body temperature, brain waves, blood pressure, blood composition, disease state, pupil dilation amount, iris size, eye gaze and focus, eye movements, voice quality assessment in a speech recognition system, facial expression, degree of movement, repetition of movement, an indicator of arousal, an indicator of emotion, a shift in body position, a fidgeting movement, and any combination thereof.
46. The method according to claim 43, wherein said non-biometric data is selected from the group consisting of: degree of multitasking, efficiency of task performance, number of non-learning task related windows open, changes in grammar, spelling proficiency, and any combination thereof.
47. The method according to claim 43, wherein said device data is selected from the group consisting of: processor speed, memory capacity, system load status, network bandwidth, network transmission speed, overall response time of tools for a user, and any combination thereof.
48. The method according to claim 43, wherein said focus data is selected from the group consisting of: a time spent on a web page related to a presentation, a cursor movement on a presentation, a selection of an input on a presentation, a scroll time on a presentation, and any combination thereof.
49. The method according to claim 43, wherein said distraction data is selected from the group consisting of: a time on a web page that is not related to a presentation, an exchange of email with another student, an instant message with another student, a gaze out a window, a decreased typing speed, a lack of mouse motion, talking on a phone, talking to another, an incorrect response, a slow response, an inappropriate response, and any combination thereof.
50. A computer readable medium having executable instructions stored thereon to perform a method of education, said method comprising:
- providing a learning environment which uses biometric, non-biometric and system data to inform the selection and execution of support services which maximize user engagement metrics and enables providers to negotiate service level agreements based on said metrics, said learning environment selected from the group consisting of a user, an educational object, a support service, an individual, an aggregated user engagement metric, a performance against a service level agreement, a cost incurred, a charge assessed by a stakeholder, a charge against said stakeholder and any combination thereof, said learning environment, further comprising a plurality of interfaces for a plurality of said stakeholders, wherein said stakeholders comprise said user and a sponsor that use a first interface and a second interface of said plurality of interfaces, respectively;
- measuring at least one first metric that indicates a level of user engagement with said learning environment via said first interface and a first one of said computers;
- collecting said metric in a user workspace;
- providing said sponsor access to said first metric in said user workspace via said second interface and a second one of said computers, wherein said sponsor determines recommended object and/or service changes based on said metric so as to provide a customizable service configured to maximize said user engagement with said learning environment;
- wherein said user using one of said interfaces other than said second interface accepts said recommended object and/or service changes;
- presenting a list of a plurality of default objects or services on said first interface; wherein said user accepts or declines at least one of said default objects or services; and
- eliminating said declined object or service from future presentations of said list for said user in said learning environment;
- and measuring at least a further second metric that indicates an effectiveness of said customizable service.
51. The computer readable medium according to claim 50, wherein one of said interfaces receives a selection of said metric from categories, wherein said categories are selected from the group consisting of: biometric, non-biometric, user device, focus and distraction data to be used in determining said at least one metric, and further wherein said plurality of interfaces receives a relative importance of each selected category.
52. The computer readable medium according to claim 50, further comprising:
- restricting, by an organization, a user's choices of categories selected from the group consisting of: providers and meta-providers, specific providers and meta-providers.
53. The readable medium according to claim 52, wherein said restricting is performed regardless of the provider.
54. The readable medium according to claim 52, wherein said restricting is performed based on a criteria selected from the group consisting of: cost, privacy, intrusiveness, and any combination thereof.
55. The computer readable medium according to claim 50, further comprising:
- restricting, by an organization, educational object or support service choices and changes.
56. The computer readable medium according to claim 55, wherein said restricting is performed regardless of the provider.
57. The computer readable medium according to claim 55, wherein said restricting is performed based on a criteria selected from the group consisting of: cost, privacy, intrusiveness, and any combination thereof.
58. The computer readable medium according to claim 50, wherein said learning environment has a domain selected from the group consisting of: learning, training, education, teacher preparation, teacher certification, teacher presentation skills coaching, and any combination thereof.
59. The computer readable medium according to claim 50, wherein said learning environment is in a form of collaboration with at least one colleague.
60. The computer readable medium according to claim 59, wherein a purpose of said collaboration is selected from the group consisting of: learning, business strategy, business tactics, business use, personal use, negotiation, trading, and any combination thereof.
61. The system according to claim 1, wherein said further metric measures an extent to which current or recommended objects or services are dropped or rejected by said user.
62. The method according to claim 30, wherein said further metric measures an extent to which current or recommended objects or services are dropped or rejected by said user.
63. The computer readable medium according to claim 50, wherein said further metric measures an extent to which current or recommended objects or services are dropped or rejected by said user.
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Type: Grant
Filed: Apr 6, 2004
Date of Patent: Jul 7, 2015
Patent Publication Number: 20050221268
Assignee: INTERNATIONAL BUSINESS MACHINES CORPORATION (Armonk, NY)
Inventors: Jarir K Chaar (Tarrytown, NY), Vincent J Cina, Jr. (Chestnut Ridge, NY), Dimitri Kanevsky (Ossining, NY), Neal M Keller (Hawthorne, NY), Juhnyoung Lee (Yorktown Heights, NY), Clifford A Pickover (Yorktown Heights, NY), Edith H Stern (Yorktown Heights, NY), Alexander Zlatsin (Yorktown Heights, NY)
Primary Examiner: Kesha Frisby
Application Number: 10/818,656
International Classification: G09B 3/00 (20060101); G09B 7/02 (20060101);